Southern African Journal of Environmental Education最新文献_第10页

Intersectional factors contributing to learner violent behaviour in one high school of Malamulele Circuit Malamulele Circuit一所高中学生暴力行为的交叉因素

Southern African Journal of Environmental Education Pub Date : 2021-08-16 DOI: 10.31920/2633-2930/2021/v2n2a8

Thulani Andrew Chauke, Khashane Stephen Malatji, L. K. Mphahlele

引用次数: 1

Editorial Note: the influence of vertical articulation on promotion from senior lectureship to associate professorship in one rural university in South Africa 编者按:垂直发音对南非一所农村大学从高级讲师晋升为副教授的影响

Southern African Journal of Environmental Education Pub Date : 2021-08-16 DOI: 10.31920/2633-2930/2021/v2n2a0

K. L. Thaba-Nkadimene, C. Makwara, D. Mzindle

引用次数: 0

Review of literature on Knowledge of the Postgraduate Supervision Process and Teaching Research Method in Business Management in South Africa 南非企业管理研究生监督过程知识与教学研究方法文献综述

Southern African Journal of Environmental Education Pub Date : 2021-08-16 DOI: 10.31920/2633-2930/2021/v2n2a5

M. Madondo

引用次数: 0

Optimising multimodality in the teaching of Literature in English at Advanced Level in Zimbabwean schools 优化津巴布韦学校高级英语文学教学的多模态

Southern African Journal of Environmental Education Pub Date : 2021-08-16 DOI: 10.31920/2633-2930/2021/v2n2a7

Nancy Nhemachena, Erick Nyoni

引用次数: 0

Re-envisioning the Education System for 4IR: Exploring the Experiences Faced by First Entering Students from Rural-based Institutions on the Use of Digital Learning during the Coronavirus Pandemic in Limpopo province, South Africa 重新设想第四次工业革命的教育体系:探索南非林波波省冠状病毒大流行期间农村院校首次入学学生使用数字学习的经验

Southern African Journal of Environmental Education Pub Date : 2021-08-16 DOI: 10.31920/2633-2930/2021/v2n2a2

J. Mawere, R. Mukonza, S. L. Kugara

{"title":"Re-envisioning the Education System for 4IR: Exploring the Experiences Faced by First Entering Students from Rural-based Institutions on the Use of Digital Learning during the Coronavirus Pandemic in Limpopo province, South Africa","authors":"J. Mawere, R. Mukonza, S. L. Kugara","doi":"10.31920/2633-2930/2021/v2n2a2","DOIUrl":"https://doi.org/10.31920/2633-2930/2021/v2n2a2","url":null,"abstract":"The paper explores the experiences faced by first entering students from rural based institutions on the use of digital learning during the coronavirus pandemic in South Africa. The Coronavirus pandemic has uncovered the gross imbalances that are the legacies of apartheid and colonisation. The education system has and is still going through uncommon changes to acclimatise to the lockdown measures that disrupted physical classes. A participatory action research method was adopted. Data was collected from 10 first year students and 3 lecturers through WhatsApp. A critical theory underpinned the study. Through thematic data analysis, the paper unearthed that while the South African government is championing online teaching and learning in the country to evade challenges introduced with the outbreak of the Coronavirus pandemic, this mode excludes many first-year students from rural-based institutions. The paper recommends the need for a comprehensive methodology that caters for the lived realities of students.","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74847272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Shifts to Online Learning: Think Piece: Assumptions, Implications and Possibilities for Quality Education in Teacher Education 向在线学习的转变:思考篇:教师教育中素质教育的假设、含义和可能性

Southern African Journal of Environmental Education Pub Date : 2021-06-17 DOI: 10.4314/sajee.v36i1.16

S. Tshiningayamwe, N. Silo, C. Dirwai

{"title":"The Shifts to Online Learning: Think Piece: Assumptions, Implications and Possibilities for Quality Education in Teacher Education","authors":"S. Tshiningayamwe, N. Silo, C. Dirwai","doi":"10.4314/sajee.v36i1.16","DOIUrl":"https://doi.org/10.4314/sajee.v36i1.16","url":null,"abstract":"With the advent of coronavirus disease (COVID-19) which has spread to the majority of countries across the world, the World Health Organisation (WHO) declared a global pandemic on 11 March 2020. Governments all over the world, including in southern Africa, introduced measures such as the banning of large gatherings,closure of borders, schools and institutions of higher learning to curb the spread of COVID-19. To ensure ongoing teaching and learning, institutions of higher learning made resolutions to transition to remote/online teaching and learning. While online education has long preceded the pandemic, the spiraling of COVID-19 all over the world resulted in the upscaling of online teaching and learning in higher education institutions. Mandatory online teaching and learning was a relatively new practice to most lecturers and students in southern Africa. Drawing on two case stories from Botswana and Namibia, this paper offers a think piece on the shifts to online learning, considering assumptions, implications and possibilities for quality learning in teacher education, through a reflection by teacher educators of environment and sustainability courses. The assumptions in online learning were that students and teacher educators had the capacity and infrastructure for remote/online teaching and learning. This paper thus opens up opportunities for institutions of higher learning to scale up their Information Communication Technology (ICT) infrastructure and support for both students and teacher educators for online teaching and learning which have the potential to improve on quality education during times of crisis. Keywords: Online teaching and learning, ICT infrastructure, Education for SustainableDevelopment (ESD), quality education","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"171 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90136268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Viewpoint: Prospect of Military Educational Roles during Public Health Crises - Lessons from the COVID-19 Pandemic in South Africa 观点:军事教育在公共卫生危机中的作用前景——来自南非COVID-19大流行的教训

Southern African Journal of Environmental Education Pub Date : 2021-06-17 DOI: 10.4314/sajee.v36i1.15

Adesuwa Vanessa Agbedahin, Komlan Agbedahin

{"title":"Viewpoint: Prospect of Military Educational Roles during Public Health Crises - Lessons from the COVID-19 Pandemic in South Africa","authors":"Adesuwa Vanessa Agbedahin, Komlan Agbedahin","doi":"10.4314/sajee.v36i1.15","DOIUrl":"https://doi.org/10.4314/sajee.v36i1.15","url":null,"abstract":"This viewpoint paper examines the prospect of an effective educational role for the military during public health crises. Reflecting a broad understanding of environmental education as education to protect the public space, the authors argue that the military could provide this during times of crises. The response to the COVID-19 pandemic in South Africa included the South African National Defence Force (SANDF), thus offering a unique opportunity to inquire into this contentious possibility. At the outset of the outbreak, some scholars deemed the SANDF unfit to make any meaningful contribution to the fight against the novel coronavirus. Leadership and coordination hurdles, a longstanding legitimacy crisis and inadequate training, may justify this pessimistic view. Based on available literature and document analysis, the authors propose the viewpoint that the military can play a progressive environmental educational role during crises if (1) its educational programmes such as green soldiering are intensified, widened and adequately informed by training; (2) if more is made of the experience, cultural insights and personnel gain during peacekeeping missions; (3) if healthy civil-military relations are prioritised, along with (4) military professionalism, supported by a deeper understanding in society of the diversity of roles and skills the military could offer. The military itself needs to recognise this and not train all personnel as if they are about to enter combat with an enemy. Should these elements be present, the security forces could indeed be a force for good during times of public health crises.Keywords: COVID-19, civil-military relations, environmental education, pandemics, SANDF","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82334187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher Professional Development and Geography Teachers’ Pedagogical Practices for Climate Change Education 教师专业发展与地理教师气候变化教育教学实践

Southern African Journal of Environmental Education Pub Date : 2021-06-17 DOI: 10.4314/sajee.v36i1.17

Muofhe Thenga, Paul Goldschagg, René Ferguson, Caleb Mandikonza

{"title":"Teacher Professional Development and Geography Teachers’ Pedagogical Practices for Climate Change Education","authors":"Muofhe Thenga, Paul Goldschagg, René Ferguson, Caleb Mandikonza","doi":"10.4314/sajee.v36i1.17","DOIUrl":"https://doi.org/10.4314/sajee.v36i1.17","url":null,"abstract":"Education for Sustainable Development (ESD) was added to the South African Geography school curriculum when the Curriculum Assessment Policy Statement (CAPS) was implemented from 2012. Many in-service teachers who qualified prior to 2014 did not cover this concept during their initial teacher education qualification because it was not part of the curriculum at that time. To address this deficiency, a teacher professional development (TPD) module was developed by the Fundisa for Change programme and offered to a selection of in-service high school Geography teachers. Transformative learning theory helped to understand the pedagogical practices used by teachers after attending the Fundisa for Change teacher professional development programme, in particular the use of a learner-centred approach. Using a small-scale, qualitative and interpretive case study method, the influence of this short TPD course on the teaching of climate change in the Geography CAPS curriculum on teachers’ pedagogical practices was investigated. Data were collected through semi-structured interviews, document analysis and lesson observations. Data were analysed using both inductive thematic and deductive analysis. Findings from this small sample of five teachers and their practices suggest that despite attending the programme, most of the participating teachers did not sufficientlyintegrate climate change education in their Geography classroom practices. The majority of the research participants did not implement the learner-centred teaching methods covered in the course. It is therefore recommended that a teacher professional development programme should be incorporated into longer-term and preferably ongoing professional development programmes so as to adequately foster climate change education in classroom practices. Keywords: Geography, Education for Sustainable Development (ESD), climate change education, teacher professional development, learner-centred pedagogies ","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88639212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Rethinking education in the age of ‘social distancing’ : a qualitative inquiry on University of KwaZulu-Natal students’ responses to online learning in the context of COVID-19 重新思考“社会距离”时代的教育:关于夸祖鲁-纳塔尔省大学学生在COVID-19背景下对在线学习的反应的定性调查

Southern African Journal of Environmental Education Pub Date : 2021-04-30 DOI: 10.31920/2633-2930/2021/V2N1A5

V. Nyambuya, P. Nyamaruze, Mavis Dube, Kemist Shumba

{"title":"Rethinking education in the age of ‘social distancing’ : a qualitative inquiry on University of KwaZulu-Natal students’ responses to online learning in the context of COVID-19","authors":"V. Nyambuya, P. Nyamaruze, Mavis Dube, Kemist Shumba","doi":"10.31920/2633-2930/2021/V2N1A5","DOIUrl":"https://doi.org/10.31920/2633-2930/2021/V2N1A5","url":null,"abstract":"Corona-virus disease-2019 (COVID-19) originated in Wuhan, China. It spread to most parts of the world. COVID-19 triggered a wave of unprecedented changes in education systems in many parts of the world and South Africa was no exception. A shift from traditional to virtual modes of learning presented several challenges, particularly in resource constrained settings such as developing countries. These challenges ranged from access to internet to Information and Communication Technology (ICT) infrastructure and gadgets among others. This study adopted a qualitative approach. Data were collected on two official Facebook Pages of the University of KwaZulu-Natal. We used E.M Rodgers‘ Diffusion of Innovation theory (DOI) as the lens to reflect on students‘ responses to the issue of migration to virtual learning posted on the University‘s Facebook Pages. The findings indicated that the shift mostly affected those students who hailed from low-income households. Several challenges such as interface with technology, and poor network connectivity hindered the shift. Some students felt that the shift was a much awaited innovation. They applauded the University for embracing the shift as it was moving with the times since the world is faced with a new revolution in technology, the Fourth Industrial revolution (4IR).","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85120490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Institutional Analysis of Adoption of Agroforestry Practices in the Eastern Cape Province of South Africa 南非东开普省采用农林业做法的制度分析

Southern African Journal of Environmental Education Pub Date : 2020-12-17 DOI: 10.4314/sajee.v36i1.9

M. Zerihun

{"title":"Institutional Analysis of Adoption of Agroforestry Practices in the Eastern Cape Province of South Africa","authors":"M. Zerihun","doi":"10.4314/sajee.v36i1.9","DOIUrl":"https://doi.org/10.4314/sajee.v36i1.9","url":null,"abstract":"Agroforestry practices are innovations developed in response to problems associated with inappropriate land use practices. The latter refers to the use of agricultural land for non-agricultural purposes because of an increase in urbanisation, rapidly developing industry, and investments, and, finally, gaps in laws and regulations (Cengiz, 2013). Agroforestry practices are land-based economic development strategies with a perceived positive role in supporting rural livelihoods. Using a logistic regression model with cross-sectional data, this study explores the impact of institutional factors and incentive mechanisms that affect the adoption of agroforestry innovations. The study finds that a larger number of extension services, access to credit, access to extension, information exchange among farmers, trust in local institutions, active participation in social groups and organisations, and prior exposure to agricultural technologies are the variables that positively affect the adoption of agroforestry innovations in the study area. These findings have policy implications in promoting integrated rural development in the Eastern Cape Province of South Africa.","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74123643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6